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TTPvTrT ;i U f ' i 1 Volume 14 Number 11 THE OFFICIAL STUDENT NEWSPAPER OF THE UTAH TECHNICAL COLLEGE PRO VOOREM Box 1609, Provo, Utah 84603 Monday December 2, 1985 Large Feele&ciB cacnS: AwatfdJecO ft ? - : Noelle Harding talks over the by Paul Dolingar SftoflGOeGnfts aft Foirunra FavoB QuacGec System by Beth Studer A major issue facing students this year is the question rather to continue with the present three quarter academic year or switch to a two semester year. A forum as held at noon on Monday, November 25 to answer student questions regarding this issue. The Utah State Board of Regents is currently conducting research to determine if it is feasible to adopt the semester system. Across America, 76 percent of the colleges are on a semester system consisting of id weeks instead oi tne iu week quarter system. The quarter system was started during World War I on a trial basis as a method of training people quickly for the work force. Most Vocational faculty and students to prefer the quarter system. This meeting was sparsely attended by UTC students. However, the vocational students, with the largest enrollment, were well represented. The biggest concern of these students is what the effect of such a change would be on their programs at the Tech. They felt the proposed change would be unfair to them, as approximately 75 percent of UTC students are in I I I I I I i 1 ! f"f xj coop program with secretary vocational programs. These students do not believe that switching to semester will provide the same quality of education presently offered here. They fear losing elective choices and see no reason to change a program that is effective in satisfying local employers. The electronics students are especially concerned their program will be adversely affected with the change. The current system provides valuable "hands-on" experience in the laboratory which contributes to its good reputation in the marketplace. They feel that changing to semesters will reduce this lab time, thus reducing the quality of their education. Another issue raised by students is the cost involved in making such a move. According to Doug Warner, Faculty Committee Chairperson, the main cost would be for changing the registration process. Warner said that if the system were changed immediately, the cost would be $30,000 to replace necessary forms. This cost could be cut with adequate advance planning Warren pointed out that annual tuition paid by students would be approximately the same regardless of the system. However, the cost of summer semesters could be increased by 50 percent. : Lj Stephanie Stallings. Photo The switch would mean some changes to the faculty. Student would be taking more classes per term, requiring someone to teach these classes. Curriculum would also need to be rewritten to fit the semester format. Warren views this as a positive benefit to the quality of education and doesn't see this increasing costs. An additional positive benefit of changing to the semester system could come in the form of increased funding. This would not come form any additional monies from the legislature, but from having more students enrolled for the academic year. Currently, the Tech only as 60 to 70 percent enrollment during Spring quarter. Switching to semesters would increase student enrollment for the year, thus increasing funding from the state. Another question brought up was would students be allowed to vote on this issue. Warner's reply is that random sampling method from selected classes would establish student opinion. Warren stated that any other interested students were free to contact him in his office to make their opinions heard. Students are reminded this change would not just effect UTC. The other eight state schools, including the University of Utah, and other state system universities would also be affected by this proposal. UTC was recently awarded a $540,000 Title VIII Comprehensive Demonstration Grant to double the size of its cooperative education program. UTC is one of only five colleges and universities nationwide to receive the grant this year. It is also the only college west of the Mississippi to receive the grant. Cooperative education is the combining of classroom learning with paid, related work experience in business, industry, government or education. Comprehensive Demonstration Grants are made available to leading coop institutions to assist them in demonstrating that a comprehensive (college-wide) coop program is a viable educational method for colleges and universities. Students In Pioneer House To step into the Pioneer House is to go back in time to the 1800's with its elegant ' avertings, candlelit rooms and polished oak tables beautifully set. Today's visitor is greeted by charming waitresses and savory smells coming from the kitchen where tomorrow's cooks are learning the secrets of their future profession. The Pioneer House, located at the north end of campus, was here when UTC purchased the property. The college has restored the house to its original condition. In 1972, college administrators decided to use it as a training area for the Hotel ManagementRestaurant Program. The program has grown from 7 " - t,,,,;,,., 'u. Z.,..w -..f Tl I lit It " "T rit f , h i 1 I N J (1 i- -xx ' 1 N s x " ; Timlin., iii1"1' ' "mn i1 f X " x V X X X x. x Xx ' SX?SN t- x x, x :- v" . .... ..x.: . .; , - The Pioneer House was restored so that the Hotel ManagementRestaurant students could practice preparing food for retail. np (ppograinni The specific goal of Utah Tech's grant is to double its coop enrollments over the next three years. Last year, the college placed 730 co-op students with 276 employers, and through the grant expects to place 1,460 co-op students in the 1987-88 academic year. The Cooperative Education Program at Utech is recognized as one of the finest in the country. The college's co-op philosophy is that the learning that takes place in co-op work experience can and ought to be equivalent to the learning that takes place in the classrooms, labs, and shops. Consequently, the college has designed its co-op program to insure that this level of learning takes place. Co-op students work in paid jobs that are related to their majors. A teacher-coordinator from the student's major works closely Learn Skills 15-20 students to having 40-45 students today. Students can pursue a cer-- tifUate strictly in Hotel Management or combine it with Restaurant Management in a program called Hospitality Management. Eighty-five percent of the students graduating from these programs have been placed in jobs. During the fall quarter students learn about the art of cooking as well as good waitressing skills. They study differences in types of cuisine, including the role of color and taste. By winter and spring quarters, students practice their acquired skills by catering parties. Wesley Bitters is the coor with the student and employer to insure that the co-op experience is successful for both the student and the employer. Co-op students are required to write learning objectives which are approved by both their co-op coordinator and their on-the-job supervisor. The students are graded on the completion of these learning objectives and receive college credit for their co-op experiences. Co-op is available to students in all majors at the college Students may work on either parallel or alternating co-op. In parallel co-op, the student attends school part-time or full-time and works part-time or full-time. In alternating co-op, the student works full-time for a school quarter, returns to school full-time for a quarter, then returns to work full-time for a quarter. dinator for the program. His experience includes managing country clubs throughout the country as well as having been a manager for a London, England hotel. Bitters main goal is to see each student graduate' having the skills necessary to obtain a cook's job with any good restaurant. Assisting Bitters is Jeanne Marie Marts. Marts began her training in cooking at the age of 18. Her father felt that his children shouldn't waste time in the summer so she became involved in cooking and developed a deep love for it. This is evident as she kindly teaches her students well-kept secrets in the art of cooking. She has been with the program for seven years now. - i - - "Vx. a r

TTPvTrT ;i U f ' i 1 Volume 14 Number 11 THE OFFICIAL STUDENT NEWSPAPER OF THE UTAH TECHNICAL COLLEGE PRO VOOREM Box 1609, Provo, Utah 84603 Monday December 2, 1985 Large Feele&ciB cacnS: AwatfdJecO ft ? - : Noelle Harding talks over the by Paul Dolingar SftoflGOeGnfts aft Foirunra FavoB QuacGec System by Beth Studer A major issue facing students this year is the question rather to continue with the present three quarter academic year or switch to a two semester year. A forum as held at noon on Monday, November 25 to answer student questions regarding this issue. The Utah State Board of Regents is currently conducting research to determine if it is feasible to adopt the semester system. Across America, 76 percent of the colleges are on a semester system consisting of id weeks instead oi tne iu week quarter system. The quarter system was started during World War I on a trial basis as a method of training people quickly for the work force. Most Vocational faculty and students to prefer the quarter system. This meeting was sparsely attended by UTC students. However, the vocational students, with the largest enrollment, were well represented. The biggest concern of these students is what the effect of such a change would be on their programs at the Tech. They felt the proposed change would be unfair to them, as approximately 75 percent of UTC students are in I I I I I I i 1 ! f"f xj coop program with secretary vocational programs. These students do not believe that switching to semester will provide the same quality of education presently offered here. They fear losing elective choices and see no reason to change a program that is effective in satisfying local employers. The electronics students are especially concerned their program will be adversely affected with the change. The current system provides valuable "hands-on" experience in the laboratory which contributes to its good reputation in the marketplace. They feel that changing to semesters will reduce this lab time, thus reducing the quality of their education. Another issue raised by students is the cost involved in making such a move. According to Doug Warner, Faculty Committee Chairperson, the main cost would be for changing the registration process. Warner said that if the system were changed immediately, the cost would be $30,000 to replace necessary forms. This cost could be cut with adequate advance planning Warren pointed out that annual tuition paid by students would be approximately the same regardless of the system. However, the cost of summer semesters could be increased by 50 percent. : Lj Stephanie Stallings. Photo The switch would mean some changes to the faculty. Student would be taking more classes per term, requiring someone to teach these classes. Curriculum would also need to be rewritten to fit the semester format. Warren views this as a positive benefit to the quality of education and doesn't see this increasing costs. An additional positive benefit of changing to the semester system could come in the form of increased funding. This would not come form any additional monies from the legislature, but from having more students enrolled for the academic year. Currently, the Tech only as 60 to 70 percent enrollment during Spring quarter. Switching to semesters would increase student enrollment for the year, thus increasing funding from the state. Another question brought up was would students be allowed to vote on this issue. Warner's reply is that random sampling method from selected classes would establish student opinion. Warren stated that any other interested students were free to contact him in his office to make their opinions heard. Students are reminded this change would not just effect UTC. The other eight state schools, including the University of Utah, and other state system universities would also be affected by this proposal. UTC was recently awarded a $540,000 Title VIII Comprehensive Demonstration Grant to double the size of its cooperative education program. UTC is one of only five colleges and universities nationwide to receive the grant this year. It is also the only college west of the Mississippi to receive the grant. Cooperative education is the combining of classroom learning with paid, related work experience in business, industry, government or education. Comprehensive Demonstration Grants are made available to leading coop institutions to assist them in demonstrating that a comprehensive (college-wide) coop program is a viable educational method for colleges and universities. Students In Pioneer House To step into the Pioneer House is to go back in time to the 1800's with its elegant ' avertings, candlelit rooms and polished oak tables beautifully set. Today's visitor is greeted by charming waitresses and savory smells coming from the kitchen where tomorrow's cooks are learning the secrets of their future profession. The Pioneer House, located at the north end of campus, was here when UTC purchased the property. The college has restored the house to its original condition. In 1972, college administrators decided to use it as a training area for the Hotel ManagementRestaurant Program. The program has grown from 7 " - t,,,,;,,., 'u. Z.,..w -..f Tl I lit It " "T rit f , h i 1 I N J (1 i- -xx ' 1 N s x " ; Timlin., iii1"1' ' "mn i1 f X " x V X X X x. x Xx ' SX?SN t- x x, x :- v" . .... ..x.: . .; , - The Pioneer House was restored so that the Hotel ManagementRestaurant students could practice preparing food for retail. np (ppograinni The specific goal of Utah Tech's grant is to double its coop enrollments over the next three years. Last year, the college placed 730 co-op students with 276 employers, and through the grant expects to place 1,460 co-op students in the 1987-88 academic year. The Cooperative Education Program at Utech is recognized as one of the finest in the country. The college's co-op philosophy is that the learning that takes place in co-op work experience can and ought to be equivalent to the learning that takes place in the classrooms, labs, and shops. Consequently, the college has designed its co-op program to insure that this level of learning takes place. Co-op students work in paid jobs that are related to their majors. A teacher-coordinator from the student's major works closely Learn Skills 15-20 students to having 40-45 students today. Students can pursue a cer-- tifUate strictly in Hotel Management or combine it with Restaurant Management in a program called Hospitality Management. Eighty-five percent of the students graduating from these programs have been placed in jobs. During the fall quarter students learn about the art of cooking as well as good waitressing skills. They study differences in types of cuisine, including the role of color and taste. By winter and spring quarters, students practice their acquired skills by catering parties. Wesley Bitters is the coor with the student and employer to insure that the co-op experience is successful for both the student and the employer. Co-op students are required to write learning objectives which are approved by both their co-op coordinator and their on-the-job supervisor. The students are graded on the completion of these learning objectives and receive college credit for their co-op experiences. Co-op is available to students in all majors at the college Students may work on either parallel or alternating co-op. In parallel co-op, the student attends school part-time or full-time and works part-time or full-time. In alternating co-op, the student works full-time for a school quarter, returns to school full-time for a quarter, then returns to work full-time for a quarter. dinator for the program. His experience includes managing country clubs throughout the country as well as having been a manager for a London, England hotel. Bitters main goal is to see each student graduate' having the skills necessary to obtain a cook's job with any good restaurant. Assisting Bitters is Jeanne Marie Marts. Marts began her training in cooking at the age of 18. Her father felt that his children shouldn't waste time in the summer so she became involved in cooking and developed a deep love for it. This is evident as she kindly teaches her students well-kept secrets in the art of cooking. She has been with the program for seven years now. - i - - "Vx. a r